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AutorenNiemi, Hannele; Nevgi, Anne; Aksit, Fisun
TitelActive Learning Promoting Student Teachers' Professional Competences in Finland and Turkey
QuelleIn: European Journal of Teacher Education, 39 (2016) 4, S.471-490 (20 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0261-9768
DOI10.1080/02619768.2016.1212835
SchlagwörterForeign Countries; Active Learning; Student Teachers; Professional Education; Competency Based Teacher Education; Learning Experience; Teaching Methods; Student Surveys; Statistical Analysis; Regression (Statistics); Qualitative Research; Questionnaires; Online Surveys; Likert Scales; Correlation; Predictor Variables; Student Teacher Attitudes; Minimum Competency Testing; Finland; Turkey
AbstractThis study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers' professional development in both contexts. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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